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Cordova Jurnal
Published by Universitas Islam Negeri Mataram
ISSN : 23023155     EISSN : 27145808     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media Other
Cordova Journal ISSN (P) 2302-3155, (e) 2714-5808 is a scientific journal published by UPT. UIN Mataram Language Development Center (P2B) which is focused on the realm of language and culture studies. Language studies include studies and research results in Indonesian, English, Arabic, and Sasak. Cultural studies include arts and culture and local wisdom.
Arjuna Subject : Ilmu Sosial - Kajian Budaya
Articles 5 Documents
 1 
Search results for , issue "Vol. 12 No. 1 (2022)" : 5 Documents clear
The Use of Cooperative Integrated Reading and Composition (CIRC) to Improve the Students’ Reading Comprehension Muhsinin; Hery Rahmat; Nurul Lailatul Khusniyah
Cordova Journal language and culture studies Vol. 12 No. 1 (2022)
Publisher : The Center for Language Development, Mataram State Islamic University.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/cordova.v12i1.5464

Abstract

In general, most of the students of seventh grade have difficulties in comprehending texts. The objective of this research is to investigate whether the Cooperative Integrated Reading and Composition (CIRC), can improve the students’ reading comprehension at a junior high school in East Lombok Regency. The participants of this research were 25 students. This research was classroom action research which was done in two cycles. The data of this research were collected by conducting observation, test, and documentation, with the criteria of minimum mastery (KKM) of 75. There were two kinds of activities observed namely the teacher’s activity and the students’ activity. The students’ ability was measured by using comprehension test. The result showed that the students successfully met the criteria of minimum mastery. It was indicated from the improvement of the students’ mean score from 67 in Cycle 1 to 81 in Cycle 2. Moreover, the teaching activities improve from 74 in cycle 1 to 94 in cycle 2. Furthermore, the students’ activity also improves from 47 in cycle 1 to 84 in cycle 2. In conclusion, CIRC method was found beneficial to improve the students’ reading comprehension, and to enhance the teaching learning process of reading.
Listen-Read-Discuss (L-R-D) Strategy to Foster Students' Reading Comprehension Kamarudin
Cordova Journal language and culture studies Vol. 12 No. 1 (2022)
Publisher : The Center for Language Development, Mataram State Islamic University.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/cordova.v12i1.5466

Abstract

The goal of this study was to see if the Listen-Read-Discuss (LRD) technique improves students' reading comprehension. The study was conducted in a classroom setting. The study focused on second-grade pupils in SMAN 4 Mataram, West Nusa Tenggara. The information was gathered using both quantitative and qualitative methods. The results of the pre-test and post-test from the reading test provided quantitative data. Meanwhile, qualitative data was gathered using observation sheets about the activities of students and teachers. The test and observation sheet were the instruments utilized by the researcher. The research found that using the Listen-Read-Discuss technique improves students' reading comprehension in descriptive texts. The mean score of pupils from pre-test, post-test one, and post-test two shows an improvement. Pre-test mean score was 64.46 (50%); eight students passed the minimum passing grade; post-test one mean score was 75.35 (67%); twelve students achieved the minimum passing grade; and post-test two mean score was 82.14 (89%); twenty-five students got the minimum passing grade (KKM).
Metode Amtsilati Dalam Mempercepat Kemampuan Baca Kitab Kuning (Studi Kasus di Pondok Pesantren Nurul Ulum Malang) Muhammad Arif Nasruddin; Much Nasikhon Amin
Cordova Journal language and culture studies Vol. 12 No. 1 (2022)
Publisher : The Center for Language Development, Mataram State Islamic University.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/cordova.v12i1.5467

Abstract

Learning Arabic with the aim of being able to read and understand Arabic literacy seems to take a long time, these conditions encourage Arabic language experts to mix and find methods that can accelerate the ability of Arabic learners to read and understand bare Arabic literacy. Among the existing methods, the Amtsilati Method is one of the most effective.This study aims to determine how the implementation of the amtsilati method in accelerating the ability to read the yellow book of students at the Nurul Ulum Islamic Boarding School Malang, the ability to read the yellow book and the supporting and inhibiting factors. The type of research used is descriptive qualitative research method with the type of field research or field research. The data analysis technique used descriptive qualitative with the following steps: data collection, data reduction, data presentation, and drawing conclusions. The results of this study indicate that the implementation of the amtsilati method in accelerating the ability to read the yellow book is going well and plays an important role in supporting the success of the santri learning method which is marked by enthusiasm and the success of reading the yellow book within 6 months.
Al Mustawa al Mu'Jami fi Qosidat Irshad al ummah ila ilaj al Gummah: Dir?satun Tahliliyyatun Dalaliyyah Abdur-Rasheed Mahmoud-Mukadam; Abdul Rafi'i Isa Abiodun
Cordova Journal language and culture studies Vol. 12 No. 1 (2022)
Publisher : The Center for Language Development, Mataram State Islamic University.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/cordova.v12i1.5468

Abstract

???? ???? ?? ????? ?? ?????? ?????? ???????? ????? ????? ?????? ???????? ?? ??? ??????? ????? ?? ??? ??????? ??? ????? ?????? ??????? ?????? ??????. ????? ??????? ??????? ???? ????? ?? ??????? ???????? ?? ????? ????? ?????? ?????? ??? ????? ??? ?????? ???? ???? ???????? ????????? ???? ???? ????????. ???? ?????? ???? ?????? ????? ??? ??????? ??????? ?? ??? ??????? "????? ????? ??? ???? ?????" ?????? ??? ???? ????? ??????? ??? ?????? ??? ??? ????? ?????? ?? ?????? ????? ??? ??????? ??????? ??????? ????????? ???? ?? ???? ????? ?? ????????? ???????? ?? ??????? ???????? ????????, ???????? ??? ??????? ???????? ???? ???? ?????? ???: ???????? ????????? ????????? ??????? ?? ??????? ?????? ???????? ??? ????? ?? ????? ???????? ???????? ????? ???? ???? ?????? ????????.
TAHLIL AKHTO’ AL-IMLAIYYAH WANNAHWIYAH FII AL-INSYA’ AL-‘ARABI WATAKHTU AN-NAMTHI AL-MUNASABI FII TA’LIMIHI BIMA’AAHAD AL-KAUTSAR ALGONTORY AIKMEL LOMBOK ASY-SYARQIYAH
Cordova Journal language and culture studies Vol. 12 No. 1 (2022)
Publisher : The Center for Language Development, Mataram State Islamic University.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/cordova.v12i1.5469

Abstract

This study aims to analyze forms of imla' and nahwu errors in the third and fourth grader students' insha' writing at Al Kautsar Al Gontory Islamic Boarding School as a basis for designing an appropriate insha' learning model. This study is qualitative descriptive.The study indicates that the third-grader students commit 11 types of imla' errors and 14 types of nahwu errors. On the other hand, the fourth-grader learners make 12 and 7 errors of imla' and nahwu, respectively. Other errors are the absence of opening and closing of insha' and punctuation marks.The learning model applied in insha' learning at school is the PBJL with a student-centered learning approach and uses the assignment method. However, the results suggest that the learning design suitable for the school based on several considerations is direct learning with a teacher-centered learning approach and using an expository strategy. Lecturing and question-answer are the appropriate methods to apply such strategy. Suppose the teacher wants to devote 1 hour of lessons involving students to correct their insha’ writing errors. In that case, a discovery learning strategy with a student-centered is appropriate for this applied to the discussion method. Keywords: Imla' and Nahwu's Errors, Learning Model, Insha' Learning.

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